CIPP Model

Bu araştırmanın temel amacı Sosyal Bilimler Liselerinde uygulanan eğitim programının CIPP (Bağlam, Girdi, Süreç, Ürün) değerlendirme modelinin kullanılarak değerlendirilmesidir. Araştırmacı tarafından geliştirilen anket ve anket sonunda bulunan açık uçlu sorular aracılığı ile hem nitel hem de nicel veriler elde edilmiştir. Üç bölümden oluşan veri toplama aracının ilk bölümünde katılımcıların kişisel bilgilerini toplamayı amaçlayan 8 madde bulunmaktadır. Ardından 50 maddeden oluşan program değerlendirme anketi yer almaktadır. Son bölümde ise programla ilgili olumlu ve olumsuz görülen yönlerin belirlenmesini amaçlayan açık uçlu sorular yer almaktadır. Veri toplama aracının güvenilirliğini ölçmek için hesaplanan Cronbach Alpha değeri 0.957 bulunmuştur. Araştırmanın örneklemini Sosyal Bilimler Liselerinden 2014-2015 eğitim öğretim yılında mezun olan öğrenciler oluşturmaktadır. Araştırmada 2014-2015 Eğitim Öğretim yılının sonunda Sosyal Bilimler Liselerini başarıyla bitiren toplam 264 mezundan elde edilen veriler, SPSS paket programıyla frekans (f), yüzde (%), ortalama, bağımsız örneklemler t testi ve Leneve eşit varyanslar testi kullanılarak analiz edilmiştir. Anketin sonunda yer alan açık uçlu sorulara ise içerik analizi yapılmıştır. Yapılan analizler sonucu aşağıdaki bulgulara erişilmiştir. Anket aracılığı ile elde edilen sonuçlar, katılımcıların Sosyal Bilimler Liselerine gelmeden önce bu okulların amaçlarından haberdar olduklarını, okutulan derslerin onları sosyal bilim insanı olma konusunda isteklendirdiğini, derslerde gelecekte bilim insanı olacakları vurgusunun yapıldığını, ders dışı etkinliklerin kişisel ve akademik gelişimlerine önemli düzeyde katkıda bulunduğunu ve programların bireysel öğrenme ihtiyaçlarını karşılayabilecekleri şekilde geliştirildiğini düşündüğünü ortaya koymuştur. Öte yandan öğretmenlerin uygulama sürecinde bireysel farklılıkları gözetmesi ve değerlendirme faaliyetlerinin sonunda öğrenciye dönüt verilmesi gerekliliği ortaya çıkmıştır. Açık uçlu sorulara verilen yanıtlar ise öğrencilerin Sosyal Bilimler Liselerinde okutulan programı genel olarak beğendiklerini, programın onları akademik hayata hazırladığını olumlu özellikler arasında dile getirirken, 5 yıllık eğitim süresinden ve öğretmen kalitesinden olumsuz özellikler olarak bahsetmişlerdir. Anahtar Kelimleler : Sosyal Bilimler Liseleri, Program Değerlendirme, CIPP Değerlendirme Modeli.

Pemenuhan kebutuhan PAUD Holistik Integratif (HI) adalah pemenuhan hak tumbuh kembang anak usia dini sebagai upaya peningkatan kesehatan, gizi, perawatan, pengasuhan, perlindungan, kesejahteraan, dan rangsangan pendidikan yang dilakukan secara simultan, sistematis, menyeluruh, terintegrasi, dan berkesinambungan. Penelitian ini bertujuan untuk mengetahui informasi bagaimana implementasi Paud Holistik Integratif dalam Kurikulum Paud Menggunakan Analisis Cippo di TK Negeri Pembina 2 Kecamatan Bangko Merangin. Metode yang digunakan dalam penelitian ini yaitu penelitian kualitatif dengan menggunakan pendekatan study kasus deskriftif dengan mengkaji dan mendeskripsikan implementasi berdasarkan observasi dan wawancara. Hasil peniltian di peroleh bahwa penyelenggaraan Paud Holistik Integratif dalam Kurikulum PAUD di TK Negeri Pembina 2 Bangko memenuhi unsur-unsur program holistik integratif PAUD, yaitu kesehatan, gizi, rangsangan pendidikan, pengasuhan dan perlindungan, serta mulai terwujudnya layanan PAUD Holistik Integratif, walaupun masih ada kelemahan atau kekurangannya.

Abstrak. Evaluasi kurikulum memiliki peranan yang sangat penting bagi dunia pendidikan, khususnya pendidikan kejuruan. Melalui evaluasi kurikulum kemajuan efektifitas guru dalam mengajar dapat terukur, prestasi siswa dapat terpantau dengan lebih cermat dan bagi pengembang kurikulum dapat memanfaatkan hasil evaluasi untuk memperbaiki di masa yang akan datang. Dalam pelaksanaanya para evaluator kurikulum banyak memakai berbagai model evaluasi kurikulum yang sudah banyak dikembangkan saat ini. Terdapat banyak sekali model evaluasi program yang digunakan oleh para ahli. Salah satu model evaluasi yang sering digunakan dalam dunia Pendidikan adalah model CIPP (Context Input Process Product) yang dikembangkan oleh Stufflebeam. Dalam model ini melihat pada empat hal yaitu konteks, input, proses dan produk. Model ini memiliki keunikan atau ciri khas yaitu pada setiap evaluasi terkait pada perangkat pengambilan keputusan yang menyangkut pada perencanaan dan operasional sebuah program. Kata Kunci: Evaluasi Kurikulum, Pendidikan Kejuruan, Model CIPP Pendahuluan Pendidikan di Indonesia sudah beberapa kali mengganti kurikulum, yaitu tahun 1947,. Kurikulum berubah dimaksudkan untuk mempersiapkan peserta didik agar lebih siap dalam menghadapi tantangan-tantangan di masa depan melalui pengetahuan, keterampilan, sikap dan keahlian untuk beradaptasi serta bisa bertahan hidup dalam lingkungan yang senantiasa berubah. Menurut Mulyasa (2013), Kurikulum adalah seperangkat rencana dan pengaturan mengenai tujuan, kompetensi dasar, materi standar, dan hasil belajar, serta cara yang digunakan sebagai pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai kompetensi dasar dan tujuan pendidikan. Kurikulum juga diartikan menurut Undang-Undang Nomor 20 tahun 2003 sebagai seperangkat rencana dan pengaturan mengenai tujuan, isi, dan bahan pelajaran serta cara yang digunakan sebagai pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan tertentu. Penyelenggarakan pendidikan kejuruan termasuk SMK saat ini berdasarkan standar untuk bangsa bersaing di era revolusi 4.0 memasuki fase penting, yaitu fase dimana lulusan

5S PROGRAM EVALUATION (SMILE, GREETINGS, COCONUTS, RETURNS AND RELAXING)
(Study of SMP 12 Bandung Field)
Erlangga Akbar1, M. Luthfi Zharfan F 2, Riris Sapitri3
Indonesian education university
Erlanggaakbar98@gmail.com1, Luthfizharfan1@gmail.com2, Ririssafitri29@gmail.com3

ABSTRACT

The Indonesian Child Protection Commission (KPAI) noted that cases of brawl in Indonesia increased by 1.1 percent throughout 2018. KPAI Education Commissioner Retno Listiyarti said, last year, the number of fights was only 12.9 percent, but this year it was 14 percent. The occurrence of incidents such as murder, violence / brawl between students, rape, drug use and a number of other crimes shows that our nation is experiencing a moral crisis. Therefore, it takes character education in schools that emphasizes the values of respect, responsibility, honesty, caring and so on. The method of applying character education in Bandung 12 SMP 12 is the 5S Program. 5S Program (Smile, Greetings, Greetings, Courteous, and Courteous) The 5S program is a program conducted every morning by SMP Negeri 12 Bandung as a way to shape students' character so as not to have a moral crisis. In connection with that, researchers will conduct 5S Program research carried out at Bandung SMP 12. This study aims to: (1) evaluate the context and input (2) evaluate the implementation of the 5S program at SMP 12 Bandung (2) evaluate output after implementing the 5S Program at SMPN 12 Bandung (3) provide recommendations to teachers, schools, and the government to improvement of character education programs. This type of research uses joint research (qualitative and quantitative). The evaluation model used is the CIPP Model (Context, Input, Process, and Product). Research subjects included: (1) headmaster (2) subject teacher and homeroom teacher (3) guidance and counseling teacher and (4) students. Data were analyzed using Milles & Huberman data analysis including: data reduction, data presentation, and data verification.

Keywords: Evaluation, 5S Program, CIPP Model

Kewujudan berpuluh-puluh teori dan model penilaian menyebabkan kekeliruan dalam menentukan pendekatan yang terbaik bagi sesuatu kajian jenis penilaian pendidikan. Oleh itu buku ini dimulakan dengan latar belakang bidang iaitu penilaian program, tujuan, jenis dan sejarah. Bahagian ini mengumpulkan, mensintesis dan mengelaskan teori dan model penilaian yang lazimnya digunakan dalam penilaian program pendidikan. Kupasan pada bahagian ini bercirikan evolusi atau timeline bagi menjelaskan perubahan dalam teori. Kemudian, empat model utama yang lazim dalam bidang pendidikan dibincangkan iaitu Model Penilaian Tyler, Model CIPP, Model Kirkpatrik dan Model Logik. Perincian yang dilakukan pada bahagian ini adalah dengan merujuk kepada kajian-kajian yang menggunakan model-model ini dalam kajian lapangan mereka. Oleh itu, penulis cuba sedaya upaya untuk mencirikan model atau teori berdasarkan rujukan terawal dalam hal berkaitan dan kemudiannya dikemaskan dengan idea-idea sokongan.
Pada bahagian akhir, penulis memberikan spesifikasi yang penting dalam menentukan penilaian khususnya dalam bidang pendidikan. Spesifikasi ini merujuk kepada dimensi dalam penilaian secara umum dan penilaian pendidikan secara khusus. Terdapat sepuluh dimensi penting yang perlu ditentukan semasa merancang penilaian agar penilai dapat menilai program khususnya dalam bidang pendidikan dalam garis panduan yang piawai dan diyakini. Pada peringkat akhir ini juga, kepelbagaian teori dirangkumkan bagi tujuan praktikal. Semoga buku ini menjadi panduan berguna kepada penyelidik, guru dan pelajar yang mendalami tentang penilaian program.

Daniel L. Stufflebeam Artikel ini menjelaskan bahwa Model Evaluasi CIPP merupakan suatu kerangka kerja yang komprehensif untuk memandu evaluasi program, proyek, personil, produk, institusi, dan sistem. Daftar cek yang dibahas dalam artikel ini merupakan pola yang dikembangkan dari Model CIPP, yang difokuskan pada evaluasi program, khususnya bagi mereka yangbertujuan untuk melakukan improvisasi jangka panjang, dan berkelanjutan.Checklist ini merefleksikan hasil evaluasi delapan tahun (1994-2002), yang dilakukan oleh Western Michigan University Evaluation Center. Hal ini umumnya konsisten dengan berbagai program evaluasi yang dilakukan oleh Pusat Evaluasi dibidang seperti ilmu pengetahuan dan pendidikan matematika, pendidikan pedesaan, penelitian dan pengembangan pendidikan, prestasi pengujian, sistem negara akuntabilitas pendidikan, perbaikan sekolah, sekolah pengembangan profesional , transisi untuk bekerja, pelatihan dan pengembangan personel,reformasi kesejahteraan, organisasi nirlaba layanan, pengembangan masyarakat,berbasis masyarakat program pemuda, yayasan masyarakat, dan teknologi. Sesuaidengan singkatannya, model CIPP adalah evaluasi bagian inti konteks, input,proses, dan produk. Secara umum, setiap keempat bagian dari evaluasi tersebutterdapat pertanyaan "Apa yang perlu dilakukan?", "Bagaimana seharusnya hal itudilakukan?" "Apakah yang dilakukan?", "Apakah itu berhasil?" Dalam checklist ini,pertanyaan "Apakah itu berhasil?" adalah bagian evaluasi produk yang dibagimenjadi evaluasi dampak, efektivitas, kesinambungan, dan transportabilitas.Masing-masing, keempat evaluasi produk subparts bertanya, Apakah penerimamanfaat yang tepat tercapai? Apakah kebutuhan mereka terpenuhi? Apakah keuntungan bagi para penerima manfaat yang berkelanjutan? Apakah proses-proses yang menghasilkan keuntungan membuktikan diangkut dan beradaptasiuntuk penggunaan efektif dalam pengaturan lain. Daftar ini dirancang untuk membantu evaluator mengevaluasi program dengan tujuan jangka yang relatif panjang. Fungsi pertama utama dari daftar tersebut adalah untuk membantu evaluator menghasilkan laporan evaluasi tepat waktu yang membantu kelompok untuk merencanakan, melaksanakan, melembagakan, dan / atau menyebarkan pelayanan yang efektif kepada penerima manfaat yang ditargetkan. Fungsi lainnya checklist yang utama adalah untuk

Penelitian ini bertujuan untuk mengetahui apakah Program Evaluasi Pengujian Online berbasis Web untuk siswa kompetensi keeahlian Teknik Elektronika Industri kelas XI di SMKN 2 Kota Tangerang Selatan telah berhasil atau tidak. Penelitian awal pada bulan September 2019 hingga Oktober 2019 pelaksanaan Penilaian Tengah Semester (PTS). Metode yang digunakan adalah metode penelitian evaluatif dengan jenis model evaluasi CIPP (konteks, input, proses, produk) dari 41 siswa. Untuk mengakses program pengujian online, kepala TI memerlukan program, Komputer untuk server, jaringan internet, dan laptop. Kurikulum yang digunakan adalah 2013. Nilai rata-rata ujian online berbasis web untuk PTS siswa adalah 80, Dari perhitungan kuesioner, persentase kesuksesan program pengujian online hanya 70% dari responden. Selama implementasi program ujian online berbasis web masih mengalami kendala, kurangnya konektor untuk membantu chager laptop, paket data yang digunakan siswa bervariatif, tidak ada pemblokiran googling, tidak semua guru sebagai pengawas ujian mengerti IT. Dampak dari program ujian online dan internet sebagai sarana mengevaluasi pembelajaran yang dirasakan oleh sekolah adalah guru dan siswa dapat menghemat waktu mereka dalam pelaksanaan ujian dibandingkan dengan menggunakan paperles. Dengan demikian, secara keseluruhan implementasi program ujian online berbasis web di SMKN 2 Kota Tangerang Selatan dapat dikatakan hampir berhasil, tetapi ada kebutuhan untuk perbaikan terutama dalam fasilitas pendukung program ujian online.

Keywords: Evaluasi, CIPP, testing Online, WEB

Tujuan dari penelitian ini adalah untuk mengevaluasi: (1) konteks (context) Program Pendidikan Sistem Ganda meliputi (a) kualitas kompetensi siswa, (b) kebijakan dan tujuan Program Pendidikan sistem Ganda, (c) kesiapan pengelolaan Program Pendidikan Sistem Ganda; (2) masukan (input) Program Pendidikan Sistem Ganda yang meliputi (a) upaya peningkatan kesiapan kompetensi siswa, (b) upaya peningkatan kesiapan pengelolaan program, (c) upaya peningkatan kesiapan kompetensi guru; (3) proses (process) pelaksanaan Program Pendidikan Sistem Ganda yang meliputi (a) pelaksanaan Pendidikan Sistem Ganda, (b) faktor-faktor kendala, (c) penilaian pelaksanaan Pendidikan Sistem ganda; dan (4) produk (product) yaitu (a) kualitas siswa, (b) manfaat Program Pendidikan Sistem Ganda. Penelitian ini dilaksanakan di SMK Bhinneka Karya Surakarta. Penelitian ini menggunakan metode penelitian deskriptif evaluatif model CIPP (Context, Input, Process, dan Product). Sampel penelitian ini diambil dengan teknik porposive sampling yaitu kepala sekolah, wakil kepala sekolah DuDi, guru dan siswa kelas XII jurusan teknik otomotif. Teknik pengumpulan data dengan kuisioner, wawancara, observasi dan dokumentasi. Validitas yang digunakan dalam penelitian ini adalah validitas isi dan trianggulasi data. Teknik analisis data kuisioner yang digunakan dalam penelitian ini melalui analisis rata-rata yang dinilai berdasarkan kriteria penilaian. Hasil penelitian menunjukkan: (1) Evaluasi terhadap konteks program PSG tergolong tinggi aspek ini terdiri dari: (a) Kualitas kompetensi yang dimiliki oleh siswa. (b) Kesesuaian pelaksanaan progam PSG dengan kebijakan dan tujuan yang ditetapkan oleh sekolah. (c) Kesiapan pengelolaan pelaksanaan yang dilakukan oleh sekolah tergolong tinggi. (2) Eavaluasi terhadap masukan program PSG tergolong sangat tinggi. Aspek input terdiri dari: (a) Upaya peningkatan kesiapan kompetensi siswa. (b) Upaya peningkatan kesiapan pengelolaan program oleh sekolah. (c) Upaya peningkatan kesiapan kompetensi guru. (3) Evaluasi terhadap proses program PSG tergolong tinggi, aspek proses terdiri dari: (a) Proses pelaksanaan program PSG. (b) Faktor-faktor yang menghambat serta mendukung pelaksanaan PSG. (4) Evaluasi terhadap produk program PSG dalam kualitas siswa dan manfaat program PSG menunjukan sangat tinggi, manfaat pelaksanaan PSG antaralain (1) Bagi sekolah dapat menciptakan link and match pembelajaran yang ada di sekolah, (2) Bagi siswa dapat meningkatkan kompetesnsi yang dimiliki siswa, dan (3) Bagi industri dapat membatu menyelesaikan pekerjaan yang ada.

Penelitian ini bertujuan mengevaluasi Layanan Pendidikan Anak Usia Dini dengan menggunakan analisis Model CIPP di TK Nurul Hikmah dengan landasan hukum Permendikbud No.18 Tahun 2018. Evaluasi difokuskan terhadap pasal 7 ayat 2 tentang penyediaan layanan PAUD berkualitas melalui inovasi pembelajaran, peningkatan kapasitas pendidik dan tenaga kependidikan untuk melakukan inovasi dan penyediaan sarana dan prasarana.

Although the researchers could not come to a conclusion as to the effectiveness of communication performance due to vague raw data, many parts of the study are very useful, providing insight on the organization's current communication performance.

La presente investigación ofrece aportes metodológicos como resultado de la investigación sistemática realizada en la evaluación de una institución de nivel superior, la Facultad de Geografía de la Universidad Autónoma del Estado de México(UAEM), en el cuál destacan tres aspectos principales: el argumento desde la teoría institucional, el método CIPP para analizar el Contexto, el Insumo, el Proceso y Producto, y el Modelo de análisis matricial para la correlación de las categorías conceptuales. El problema que se atiende, radica en primera instancia por evidencia empírica, que existe una discrepancia entre los procesos académicos oficiales instituidos por planes y programas de estudio con las prácticas institucionales como instituyentes por lo actores sociales en sus diferentes niveles de intervención en las funciones sustantivas como la docencia, la investigación, la difusión y la vinculación, lo que genera un alejamiento de su naturaleza, carácter y sentido institucional. Los objetivos de la investigación se orientaron a caracterizar la estructura y funcionamiento institucional a través de sus procesos académicos y las prácticas institucionales, para lo cual se cubrieron las siguientes etapas sucesivas: 1. Identificar el posicionamiento disciplinario y pedagógico de la Facultad de Geografía en el contexto nacional y latinoamericano.2. Fundamentar teórica y metodológicamente la investigación evaluativa con el método CIPP.3. Analizar los procesos académicos y las prácticas institucionales a través de los datos institucionales, las evaluaciones internas y externas y la opinión de los actores sociales.4. Evaluar el significado que los actores sociales le dan a los procesos académicos y las prácticas institucionales.5. Esbozar una propuesta de sentido institucional a través de la reingeniería educativa adecuada con sus fundamentos ideológicos, filosóficos y disciplinarios.

The aim of this study is to evaluate the Context, Input, Process, Product dimensions of 10 th grade English Teaching Curriculum using Stufflebeam's CIPP model. Furthermore, it is aimed to explore whether the answers change based on the gender of the participants. With this aim, teachers' who apply the program and stuents' who are educated based on the program views are referred. The teacher and student five-point likert questionaires of which reliability and validity are provided by Karakaş were applied as the data collection tool. The study took place in the northen-west part of Turkey. The questionaires were applied to 26 English teachers and 227 students. According to the data obtained teachers and students are not satisfied with the context, input, process and product dimensions of the 10 th grade English Curriculum. The view of students does not have meaningful difference based on the gender. As for that when teachers' view is examined, it is detected that male teachers think more positively only about the dimension of Input of the Curriculum. Özet Araştırmanın amacı 10. sınıf ortaöğretim İngilizce Programının Stufflebeam (CIPP) modeli kullanarak bağlam, girdi, süreç, ürün boyutlarının değerlendirmek ve her boyutun cinsiyete göre farklılık gösterip göstermediğini araştırmaktır. Bu amaç doğrultusunda programı uygulayan öğretmenlerin ve bu program doğrultusunda eğitim alan öğrencilerin görüşlerine başvurulmuştur. Veri toplama aracı olarak Karakaş tarafından güvenilirliği ve geçerliliği sağlanmış beşli likert tipi öğretmen ve öğrenci anketleri uygulanmıştır. Araştırma Türkiye'nin kuzeybatısında gerçekleştirilmiştir. Ölçekler dört farklı ortaöğretim kurumunda bulunan 26 İngilizce öğretmenine ve 227 öğrenciye uygulanmıştır. Elde edilen sonuçlara göre öğretmen ve öğrencilerin 10. Sınıf İngilizce Öğretim Programının bağlam, girdi, süreç ve ürün boyutlarından memnun olmadıkları söylenebilir. Bu görüş öğrencilerin cinsiyetlerine göre anlamlı bir farklılık göstermemektedir. Öğretmen görüşleri incelendiğinde ise yalnızca girdi boyutuna ilişkin görüşlerde erkek öğretmenlerin daha olumlu düşündükleri tespit edilmiştir.

Objective Recently, branding plays a significant role for service companies. However, many service companies do not have a distinct and well-known brand because services are heterogeneous, intangible, and based on experience. On the other hand, the literature in the field of service branding are greatly scattered. Therefore, this study seeks to address and fill this gap by providing a comprehensive and systematic framework for the strategic development of the branding process based on the CIPP model. Methodology The present qualitative research was conducted based on the meta-synthesis approach. Accordingly, 226 previous studies related to the subject of the study were reviewed based on the model proposed by Sandlowski and Barso. The research population consisted of all articles published in ISI journals, books, as well as domestic and foreign dissertations related to branding in the service industry during 1996 and 2020. Findings According to the CIPP model, the authors identified 16 concepts and 176 codes for the context, input, process, and output of the related literature. Research findings indicate that, as the "contextual" indicator, the environment proximity is effective on the strategic development of the branding process. The "inputs" of strategic development of the branding process include the following four factors: structural, managerial, financial, and employee factors. The crucial issue of strategic development of the branding process is the "process", which consists of formation of brand strategy, brand analysis and evaluation, planning and instructions, program development, and executive measures. The desired outcome of the proposed research model is to achieve the "output" (outcome) of strategic development, which includes organizational, managerial, financial, human resources, and marketing performance. Conclusion The findings of this study help researchers and stakeholders in the field of service branding to develop a comprehensive understanding of the strategic development of the branding process. It includes the variables and considerations to take into account in four categories of contexts, inputs, process, and outputs. Hence, this study contributes to the literature by filling the potential gaps and enhancing the depth of knowledge in the field of service branding.

Evaluation denotes the monitoring of progress towards desired goals and objectives. The purpose of this study was to evaluate educational quality at schools using Stufflebeam's CIPP evaluation model (1983). The population comprised the principal, heads of each wing and teachers of various branches of a Welfare School System in Rawalpindi. Data were collected through the CIPP evaluation checklist (2002), semi structured interviews, document analysis and observations. Data were analyzed via content and thematic analysis. Findings indicated that this group of welfare schools focused on quality education by using different means, such as advanced technology, effective communication, relevant courses as well as teaching and learning strategies; however, it was found that teachers focused more on theoretical work and rote learning, which put pressure on students and had a negative effect on their intellectual abilities. Moreover, there was lack of proper space, effective environment and the schools were situated in rented buildings.

The purpose of present study was to evaluate the educational performance of  Ardakan University based on students and faculty members’ opinions by using CIPP model in the academic year 1394-95. This survey was a cross-sectional-discretional study that carried out in 41 faculty members and 340 student who were selected by randomly sampling. The data gathered by a researcher-made questionnaire designed based on CIPP model. The data analyzed by one-sample T test and independent T test. The results show that both faculty members and students in all of dimensions of CIPP model including Context, Input, Process and Product, believed that educational performance of  Ardakan University is appropriate (p<.05), only in equipment dimension, students believed that equipment of the university was average (p>.05). Except in equipment and students dimension, faculty members evaluate the educational performance of the university better than students (p<.05). Based on the results, it can be concluded that Ardakan University, despite of newly foundation, can reach the good educational performance in a short time.

The aim of this research is to evaluate English II curriculum at YTU using Context, Input, Process and Product (CIPP) model. The universe of this research is composed of 35 teachers and 415 students. The source of data has been obtained through two forms of a single questionnaire for the teachers and students which consisted of 46 items. In this research, the data has been analyzed using the technique of independent samples t-test. From their responses to the scales representing the curriculum components such as context, input, process and product, it is concluded that, mostly, teachers and students tend to support all four of these curriculum components. However, according to the findings of the study, significant differences have been observed between the means of teachers ’ and students’ opinions concerning certain items related with the context, input, process and product component of the curriculum. This result indicates that while the students ’ perceptions are higher, the tea...

The purpose of the study is to assess the pedagogical approaches of Social Studies Tutors instruction delivery in the Colleges of Education in the Eastern and Greater Accra regions of Ghana. The research design used for the study was a blend of quantitative and qualitative methods in a descriptive survey manner. The stratified sampling technique was used in this study. In all, a sample size of four hundred and eighty (480) Social Studies teacher trainees were chosen for the study. The data collection tools used were semi-structured interview guide and questionnaire. The study revealed that most of the tutors used appropriate pedagogical approaches to the effective teaching and learning of Social Studies. Again, the study revealed that majority of respondents agreed that the pedagogical content knowledge of Social Studies teachers and teachers' teaching-learning strategies significantly enhanced the instructional process in the classroom. It is recommended that teacher training institutions, teacher education division, and universities in Ghana should give appropriate training to teachers in their subject areas to improve upon their pedagogical skills and knowledge.

Keywords: pedagogical approaches, instructional process, CIPP model of curriculum evaluation

The purpose of this research is to evaluate the effectiveness of in-job training in Islamic Azad University of Qeshm based on CIPP model which has been one of the most comprehensive findings about evaluation of workshops. The intention of the research is applicable, its identity is descriptive and its method is survey method. In order to collect data, researcher has used researcher-made questionnaire.

The research aim is to evaluate the implementation of the New Bible Readers (Pembaca Baru Alkitab/ PBA) program by the Indonesia Bible Institute (Lembaga Alkitab Indonesia/ LAI) which is conducted in the West Sumba district. This evaluative research applies the qualitative descriptive method with CIPP as the evaluation model. The research subjects are the Head of Surveyor and Evaluator, Program Manager, Field Head Staff, Regional Coordinator, and Tutor. The data collection is the interview, observation, and documentation study. The data validation was obtained through the method and data source triangulation. Furthermore, the data were analyzed by conducting data reduction, data presentation, and verification. The evaluation result on the Context Components reveals that the PBA LAI program is required by the congregation of churches in West Sumba. The Input Components of PBA LAI program was constructed systematically and directed to answer the needs of the stakeholders and the congr...

The purpose of the present study was to evaluate the English Preparatory School Language Program in a Turkish state university. Specifically, the perceptions of students and instructors for Stuffleabeam's Context Input Process Product (CIPP) model were investigated and the motivational beliefs of students for learning were examined. To meet these objectives, Stufflebeam's (1971) CIPP evaluation model was used to find out the perceptions of the two groups of participants about the current program as well as the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich et al., (1993) was administered to the students to discover their motivational beliefs for learning. The quantitative data were obtained through questionnaires administered to 54 students and 33 instructors and the qualitative data were gathered via semi-structured interviews carried out with 10 students and 5 instructors. The findings of the study revealed that although the participants were content with materials, assessment, and the teaching methods, there was a need to develop speaking and listening skills. Additionally, among the motivational beliefs of the students, control beliefs, task value, and intrinsic goal orientation were perceived to be crucial for the students. Finally, the perceptions of the students and instructors reported some strengths and weaknesses that need to be addressed in the program.

This study aimed to evaluate and redesign an online master's degree program consisting of 12 courses from the informatics field using a context, input, process, product (CIPP) evaluation model. Research conducted during the redesign of the online program followed a mixed methodology in which data was collected through a CIPP survey, focus-group interview, and open-ended questionnaire. An initial CIPP survey sent to students, which had a response rate of approximately 60%, indicated that the Fuzzy Logic course did not fully meet the needs of students. Based on these findings, the program managers decided to improve this course, and a focus group was organized with the students of the Fuzzy Logic course in order to obtain more information to help in redesigning the course. Accordingly, the course was redesigned to include more examples and visuals, including videos; student-instructor interaction was increased through face-to-face meetings; and extra meetings were arranged before exams so that additional examples could be presented for problem-solving to satisfy students about assessment procedures. Lastly, the modifications to the Fuzzy Logic course were implemented, and the students in the course were sent an open-ended form asking them what they thought about the modifications. The results indicated that most students were pleased with the new version of the course.

The aim of this study is to evaluate the basic level (A1-A2) Turkish teaching curriculum applied at the Department of Turcology of the University of Algeria 2, taking into account the criteria specified by the Common European Framework of Reference for Languages, from the Stufflebeam's Context Input Process Product Evaluation Model. For this purpose, the curriculum has been evaluated in various aspects for one year.
This qualitative study was designed as a holistic single case study design. The research group of this study consists of 246 students, department administrators and 6 teachers with the researcher. The data were collected through observations and interviews, surveys and documents. The quantitative data obtained with the data collection tools
used were subjected to descriptive statistics using the SPSS 16 program. The content analysis method was used in the analysis of qualitative data gathered through observations and field notes, interview, test papers and student grades. The forms and qualifications determined for the basic level of the Common European Framework of
Reference for Languages are based on the forms and evaluations carried out in this process. At the end of the study, the results related to context, input, process and product dimension related to Turkish teaching program applied in Turkology department were reached.
Some of the results reached can be summarized as follows: Students prefer their department is effective for students to have more business opportunities in their department. Differences among students as gender, native language, and known foreign languages are diversifying to program interest and expectation. There is interest between with the request of the students to interpreters become and want to have more
talk and listening skills in the program. The common expectation of students is learning daily Turkish. The relationship between the department and official and private institutions that representing Turkey is making a positive contribution to increasing academic qualifications of department and students.

Evaluation denotes the monitoring of progress towards desired goals and objectives. The purpose of this study was to evaluate educational quality at schools using Stufflebeam&#39;s CIPP evaluation model (1983). The population comprised the principal, heads of each wing and teachers of various branches of a Welfare School System in Rawalpindi. Data were collected through the CIPP evaluation checklist (2002), semi structured interviews, document analysis and observations. Data were analyzed via content and thematic analysis. Findings indicated that this group of welfare schools focused on quality education by using different means, such as advanced technology, effective communication, relevant courses as well as teaching and learning strategies; however, it was found that teachers focused more on theoretical work and rote learning, which put pressure on students and had a negative effect on their intellectual abilities. Moreover, there was lack of proper space, effective environment a...

The main aim of this research is to evaluate the eighth grade English curriculum of secondary education, which has been carried out since the academic year 2018-2019, in line with the opinions of the teachers by using the context-input-process-product (CIPP) model developed by Stufflebeam. In the study, a case study was applied, which is one of the qualitative research methods. The study group of the research consists of 8th grade English teachers working in Gaziantep and Şırnak Provinces, which are determined by using criterion sampling method, which is one of the purposive sampling method. Qualitative data were obtained through structured interview forms based on the CIPP Model. Descriptive analysis method was used in analyzing qualitative data. The research group consists of 8th grade English teachers working in Gaziantep and Şırnak. The qualitative data were collected through structured interview forms based on the CIPP Model. In the analysis of qualitative data, descriptive analysis method was used. In order to evaluate the program from various perspectives and to provide a holistic framework, to obtain valuable data it is important to carry out the evaluation study by adapting it to the CIPP Model. Context evaluation results; The teachers stated that the program aims were to improve the language skills and to prepare for the exam. In the program, preparing for the exam is not specified as an aim. Results regarding input evaluation; it was observed that teachers' views especially on materials were negative and for many reasons they were insufficient to meet the objectives of the program. Process evaluation results; In the process, it was observed that some problems such as program intensity, classroom environment, insufficient class hours, level differences between students and bias towards the course were experienced. Results related to product evaluation; The program was found to be insufficient in reaching the intended targets, but it contributed to the vocabulary. The results of the research revealed that the program needed revision in theory.

Chase the Package C is a non-formal education which is the same to Junior High Scools. Although having the same curriculum, but it has sifferent implementation of the learning prodess. One of these facilities in terms of the learning process, teachers often make the conventional learning. The objective of this research is to evaluate the implementation of learning Bahasa Indonesia in SKB Batudaa Paket C using CIPP model (Context, Input, Proces, and Product). This research consist of four evaluation, and (4) the results evaluation. This research used a qualitative approach. The results showed that the instruments used in the evaluation of the learning process using CIPP model can be used with little revision. Moreover the process of implementation of the research indicates that the process of learning Bahasa Indonesia in SKB Batudaa Chase the Package C is not well structured from the procurement needs of students, facilities, and the teaching material of Bahasa Indonesia. It is also supported by the unapproriateness of acquisition results of the Final National Exam score.

The literature review left the researchers with an unanswered query about whether teachers' years of teaching experience could act as an index for enhancing the quality of teaching learning output. Therefore, the purpose of this study was to propose a quality enhancement model for the status of private Iranian English institutions. An ex post-factorial design was employed for the study. Thus, 250 male and female EFL teachers filled a previously developed English Language Teaching Quality Indices Survey. The reliability and validity of the survey were checked by Cronbach alpha, 95, EFA and CFA. Then, the researchers calculated the means of ELTQI constructs. The aim was to pinpoint the most prominent components that impact the quality of ELT as "must" to be indices in any educational setting. Besides, the researchers utilized the index with the highest mean as well as the ones which were highly recurrent in the literature and shared relations/predictions with teachers' years of teaching experience. Then, a model was proposed by running CFA, AMOS Software. It included factors like years of teaching experience, 21st century skills, teachers' qualifications and recruitment, teaching activities and methodologies, CPD (Continuing Professional Development) and assessment procedure. The results revealed that all the predictions were supported except for 21st century skills. Also, Teachers’ qualifications and recruitment gained the most importance from the teachers' point of view. As the pedagogical implication, proposing a prospective quality enhancement model can bring about clarity among different stakeholders, teachers, and learners of what is exactly expected of them.

This study aimed to evaluate and redesign an online master's degree program consisting of 12 courses from the informatics field using a context, input, process, product (CIPP) evaluation model. Research conducted during the redesign of the online program followed a mixed methodology in which data was collected through a CIPP survey, focus-group interview, and open-ended questionnaire. An initial CIPP survey sent to students, which had a response rate of approximately 60%, indicated that the Fuzzy Logic course did not fully meet the needs of students. Based on these findings, the program managers decided to improve this course, and a focus group was organized with the students of the Fuzzy Logic course in order to obtain more information to help in redesigning the course. Accordingly, the course was redesigned to include more examples and visuals, including videos; student-instructor interaction was increased through face-to-face meetings; and extra meetings were arranged before exams so that additional examples could be presented for problem-solving to satisfy students about assessment procedures. Lastly, the modifications to the Fuzzy Logic course were implemented, and the students in the course were sent an open-ended form asking them what they thought about the modifications. The results indicated that most students were pleased with the new version of the course.